The present study aimed to examine the impact of principals’ leadership styles on teachers’ motivation, job satisfaction, and classroom performance at the secondary school level. Using a cross-sectional quantitative design, data were collected from 209 randomly selected secondary school teachers in Faisalabad through a self-developed questionnaire based on a five-point Likert scale. The reliability of the instrument was confirmed with a Cronbach’s alpha value of .83, indicating high internal consistency. Descriptive and inferential statistical analyses, including correlation, regression, and t-test, were employed to interpret the data. Findings revealed that supportive leadership was the most dominant style practiced by secondary school principals. Strong positive correlations were found between leadership support and teachers’ motivation, creativity, job satisfaction, and classroom performance. Regression results indicated that leadership support significantly predicted classroom performance. Furthermore, no significant gender differences were observed in teachers’ perceptions of leadership support. The study concludes that supportive and participative leadership styles enhance teachers’ motivation, creativity, and job satisfaction, ultimately improving classroom performance. It is recommended that principals adopt flexible and collaborative leadership approaches, engage teachers in decision-making, and participate in professional development programs to strengthen school effectiveness and teacher performance.
Noureen et al. (Sat,) studied this question.